Teaching Of Philosophy Research Articles

An Analysis on the Reform and Innovation Path of Research-based Teaching of Philosophy Major Courses—Taking Jaeggi's Critical Theory of Life Form as an Example

With the advent of the era of artificial intelligence, the traditional humanities are facing unprecedented challenges and impacts, especially philosophy as a strong foundation, without the characteristics of practical function, facing a particularly severe disciplinary development dilemma. This topic aims at the problems faced by the construction of philosophy professional courses in local colleges and universities, and focuses on the topic of Marxism for graduate professional courses Taking Jaeggi 's critical theory of life form as an example, this paper attempts to explore new teaching methods from daily professional teaching practice, fundamentally changing the traditional single teaching mode of basic philosophy theory courses, overcoming the mechanical rigidity of the binary teaching and research between teachers and students, so as to correct the poor interaction between teachers and students In particular, it has a good effect on stimulating students' initiative and originality of thought, and promotes students to enter the research track as soon as possible. In order to fundamentally form a philosophy academic community with clear boundaries, it provides research exploration experiments in philosophy teaching.

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Adultcentrism and the children's classroom: if you want to teach them you must know who they are

The paper addresses academic adultcentrism from the perspective of the pre-service instruction and practice of philosophy teachers, based on the experience we have gained while leading a Didactic of Philosophy seminar for a Philosophy and Letters academic program where students are engaged in the designing, implementation and evaluation of academic material and class performance for K-12 schools. After giving a brief presentation of the context in which philosophy teaching takes place, and a description of the logic and horizon that set the basis of our seminar, we define and discuss four particular ways in which adultcentrism permeates the preparation and performance of philosophy classes for classrooms with students ranging from 8 to 15 years old: cognitive, epistemic, pedagogical and disciplinary adultcentrism. As well as some of the ways in which, as part of the seminar, the students and the instructor have devised to address and overcome the adultcentrism problems. At the end of the discussion, an auto-critical note is included in order to show the limits of our own practices and base ground, as well as a way to define new necessary approaches and perspectives required to address both the problems we found to be at the bottom of current teaching practices. As well as n our own expectations, methods and ways to deal with those issues with our pre-service young colleagues.

Productive methodological principles of activity, thinking and communicationas a result of practical philosophy

The relevance of the proposed article is determined by the search in modern educational formats for the place and purpose of philosophy as a historically proven way of forming a culture of thinking. The methodological principles of this intellectual activity can be applied in politics, economics, educational systems, scientific and applied disciplines, as well as in the activities of many other social institutions. In addition, the article high-lights important aspects of personal development in the field of ethics, and it follows that philosophy should give a person not only pragmatic advice, but also bring high moral standards into his life. Since modern so-ciety is increasingly focused on the applied nature of the knowledge it receives, philosophy, which is the most theoretically developed form of knowledge, is looking for new ways to further develop and implement into everyday practice the ways of rational organization of human life and society. In the modern situation, when most people get acquainted with philosophy within the framework of a certain educational program as knowledge already ready and fixed in specific texts, often experiencing difficulties in mastering it, it is im-portant, from our point of view, to pay attention to the connection of philosophical teachings with the real needs of man and society. This is also what many modern authors say, one way or another connected with the process of studying and teaching philosophy. The authors' proposed version of understanding the practical applicability of philosophy as a methodology for achieving productive results of activity, thinking and com-munication can be considered as a response to the request of a modern person regarding the effectiveness of independent intellectual efforts in achieving personal and social well-being.

Human Values in Buddhist Philosophy: A Review

The purpose of this study is to depict human values in Buddhist philosophy. This research is completed in three steps: 1. to present a brief overview on basic human values, 2. to present a brief overview on human values in Buddhist philosophy, 3. the need for human values in today’s society. Buddhist philosophy is a philosophy of human essence. This philosophy teaches people the true human values necessary to become complete human beings. That if held, human life can be shaped and inspired by true human values. And human values are the first condition for building order and just society. Human values refer to relatively stable beliefs composed of a number of attitudes. Human values are the thoughts, goals and objectives that govern and guide human behavior, practices and activities. Fairness, honesty and decency serve as the foundation of human values. Respecting elders, serving others, good manners, tolerance, fairness, honesty etc. are examples of human values. Human values accelerate the mental development of the individual. And by thus developing personality it paves the way for good governance and puts an end to social decay. A child acquires values from family, school, community, playmates, society and traditions. These rules are also the main criteria for the formation of human values. Basically the things that deserve to be human characteristics and qualities are human values. As a result of nurturing these human values, ideological, religious or sacred issues are awakened over time. Through the concept of emotional and ideological unity, human values emerge psychologically in a person, which order and improve the state, society and family. And in this world, the teaching of Buddhist philosophy has strengthened human values among mankind. Therefore, the purpose of this paper is to present basic human values and human values in Buddhist philosophy, the need for human values in today’s society as well. Philosophy and Progress, Vol#73-74; No#1-2; Jan-Dec 2023 P 131-149

The Typology of Well-Being and Imagination on Global Organization Leaders and The Wisdom of Classical Period Philosophers

The understanding of well-being and imagination reflected from classical period philosophers to the present day is now the focus of today’s leaders and managers. In the modern management concept there is a continuous constructive and reformative process. While organizations concentrate on organizational subjects such as work/life balance, the positive culture of the organization, emotional welfare, happiness and ideal working environment, there is also a need to reach a stage of awareness for an integrated understanding and responsibility on social equality, social responsibility, ecological order and biodiversity. The aim of our research is to discover how the wisdom and teachings of classical period philosophers are reflected by today’s global organization leaders. In our research, interviews and statements of the leaders of Fortune 500 listed, global companies such as Samsung, Apple, UPS, Airbus, Amazon, Johnson& Johnson and Walmart were collected and used as secondary data. The data analysis was done using Nvivo (version 2020). The results showed that leaders of global organizations adopted the teachings on well-being and imagination of classical period philosophers such as Plato, Aristotle and Socrates and carried the dimensions such as leader’s well-being, imagination, hedonic approach, subjective well-being, emotional well-being (happiness), positive affection, negative affection, cognitive well-being, life satisfaction, eudaimonic approach and psychological well-being.

Teaching Zen and educational challenges in accounting in the context of the vision of Society 5

Purpose: The article presents the potential advantages of using Zen philosophy teaching techniques, specifically kōans, in the education of people professionally related to accounting in the context of educational challenges related to Era 5.0 (the vision of Society 5.0).Methodology/approach: A descriptive and critical analysis of the literature, followed by interpretation and explanation.Findings: The challenges facing accounting professionals in Era 5.0 necessitate a shift in their education. In addition to knowledge and technological skills, soft skills, especially cognitive ones, are crucial for accountants to serve as strategic and valuable human resources in organizations and society, thus contributing to the humanization of society and increasing the chances for sustainable employment. The article discusses the potential advantages of using kōans, practised by followers of Zen philosophy, to develop these cognitive skills.Research limitations/implications: The findings are based on a literature review and require verification through further research. Originality/value: The article presents a holistic approach to accounting education, presenting the possibility of using unusual educational techniques based on Zen meditation and studying koans instead of commonly used case studies and citing evidence of the effectiveness of such education. It demonstrates that accounting as a social science developed in a cultural environment and can benefit from diverse perspectives on reality.

THE CREATIVE PERSONALITY OF SERGEI YESENIN IN PERCEPTION OF THE RUSSIAN PHILOSOPHER ALEKSANDR KONSTANTINOVICH GORSKIY

The article offers the first experience of studying the reception of the creative personality of Sergei Yesenin by one of the prominent representatives of Russian religious cosmism, philosopher, poet, publicist Aleksandr Konstantinovich Gorskiy (1886–1943), whose legacy only recently became publicly available to researchers. The main milestones of Aleksandr Gorskiy’s creative biography, the formation and key aspects of his philosophical teaching are traced; the reasons for Aleksandr Gorskiy’s interest in Yesenin’s poetry are explained, despite the lack of personal contacts between them, the philosopher’s appeals, recorded in his works and letters, to selected pages of the poet’s life are explicated and commented on. It is indicated that in Aleksandr Gorskiy’s philosophical constructions, a significant place is occupied by criticism of the death-worshipping attitude both in literature and in religion. The authors of the article pay special attention to the analysis of Aleksandr Gorskiy’s memorial poem “Yesenin”, where this attitude is clearly manifested. It is shown that in this work the philosopher creates an ambiguous image of the late poet, who not only thoughtlessly squandered his God-given talent, but also subordinated all his power to the idea of self-destruction. The author’s dating of the memorial text – 1925 – is disputed due to the presence in the content of the lyrical epitaph of reminiscences from the poem “The Black Man”, published only in January 1926. It is established that in Gorskiy’s later works, references to Yesenin’s work could potentially indicate a revaluation of the philosopher’s previous judgments about the poet. The materials of this article will be in demand with preparing the section “Yesenin and His Contemporaries” in “Yesenin Encyclopedia”.

От «Пути жизни» к «Своду мыслей»: проблемы реконструкции философского мировоззрения Л. Н. Толстого

The article discusses the history of the creation of the "Code of Thought of Leo Tolstoy", which reflects the writer's system of views and reconstructs the religious and philosophical foundations of his work. This literary and philosophical monument began to be created during Tolstoy's lifetime and with his participation, the process of collecting and systematizing the thoughts of the classic took several decades. The Code presents various aspects of the writer's religious, philosophical, moral, and aesthetic views. The sources of the Code are Tolstoy's artistic, philosophical and journalistic works. The study of the stages of the evolution of the thinker's worldview shows a clear tendency to create metatexts that reflect all the facets of his religious and philosophical teaching. However, the "Code of Thoughts" was never published, despite the efforts of Tolstoy's closest disciples and followers. The authors of the article trace the influence of the structure of the writer's last collection of thoughts "The Way of Life" on the overall content composition of the "Code of Thoughts", showing that it was it that was taken as the basis for the formation of the text setting forth the main features of Tolstoy's worldview. With the help of archival sources introduced into scientific circulation (documents from the funds of V.G. Chertkov, N.N. Gusev and others), the authors made an attempt to clarify the features of the work on this monument, to show the influence of the socio-cultural, political context, life circumstances that prevented the publication of "The Code of Thoughts of L.N. Tolstoy", which was supposed to become a bright page in Russian philosophical thought. "The Way of Life" was a guideline for the creators of the "Code of Thoughts", which was a way of religious and philosophical conceptualization of the writer's heritage, the key foundations of his consideration of man, spiritual life, social and cultural changes. The work shows the importance of this work, which has not yet been published, for understanding the history of Russian culture, for the interpretation of topical problems of modern Tolstoy studies. The methods found for reconstructing the worldview architectonics of the "Code of Thoughts" can be the basis for continuing its study and further work on preparing for publication a monument that resurrects the work and aspirations of both the writer himself and his like-minded people.

Вера и разум в индийской философии

The author focuses on the relationship between reason and faith in Indian philo­sophy. He divides the spectrum of possible philosophical views into three areas: 1) the excessive application of critical reasoning, which leads to the rejection of all faiths; 2) the common sense perspective; 3) uncritical adherence to faith. The author distinguishes between “belief” based on common sense and “faith” which is understood as acceptance of metaphysical beliefs. Gokhale speaks at length about pramāṇas (means of valid cognition), of which in India there were basically recognized three: direct perception (pratyakṣa), inference (anu­māna), and the testimony of verbal authority (śabda or āgama). Inferences were usually divided into empirical and non-empirical, and the latter could be used both to justify facts within this-worldly limits and metaphysical facts. Verbal evi­dence, in turn, was divided into ordinary and extraordinary. The former may serve to draw conclusions about “mundane” matters, while the latter are intended to justify dogmatic beliefs. To sum up, the author arranges Indian philosophical teachings as follows (in the direction from more rationalist to more adherent to faith): extreme skepticism, then the teachings of “the learned” Cārvākas (In­dian “materialists”) who accepted inference as means of valid cognition, then Buddhism, which was critical of matters of faith, Jainism, Nyāya-Vaiśeṣika, which used non-empirical inference to justify matters of faith, and finally – Mīmāṃsā, Vedānta, Vyākaraṇa (the teaching of the “Grammarians”), and the Dharmaśāstra which insisted on the primacy of faith and scripture

On a Unique Christian Appropriation of Plato in the Dialogue Ammonius by Zacharias Scholasticus

Abstract This essay investigates the little-known dialogue by Zacharias Scholasticus entitled Ammonius, a philosophical dispute over the creation of the world. It examines in particular Zacharias’ skill in portraying the character of Ammonius, a pagan teacher of philosophy in Alexandria. Even before illustrating his own eternalist theses, which are later refuted by Zacharias, Ammonius is introduced through subtle yet unequivocal allusions as a malus Socrates, i.e. a bad teacher who corrupts young people and alienates them from philosophy, while being well received by the city in which he teaches. This reversal forms the broader plot that runs through the narrative framework of the dialogue, which is based on the borrowing – and inversion – of narrative schemes, mainly from Plato’s Phaedrus. The Ammonius will ultimately be presented as a paradigm of the appropriation of Plato not only on a superficial level (linguistic borrowings, the dialogue form itself), but also on a deeper and more structural level, i.e. as a remarkable case of borrowing Plato’s dramaturgy and irony.

Academic Profile of Teachers Affected by Poor Performances in Philosophy in the Final Year of Secondary School in Yaounde and Mbalmayo, Cameroon

Objective: The aim of this article is to examine the extent to which the teacher's academic profile can help to improve the performances of students in the final year of literary classes in philosophy. Methodology: This article is part of the field of Education Sciences, specifically in Discipline Didactics. The study is of an experimental type, centred on the reality of the educational facts that surround the practice of teaching philosophy. With the help of measuring instruments such as the questionnaire, test papers and observation guide, this approach made it possible to understand the determinants of performances in philosophy mentioned above. Results: The academic profile of the teacher constitutes a fundamental characteristic in the teaching practice of a discipline. Thus, in organised and structured teaching systems, only those who have the aptitudes to teach can really be admitted to teaching. This presupposes initial training in the subject coupled with appropriate professional training. In this way, we can partly understand the public authorities' demand for a selection process to recruit and train philosophy teachers. Discussion: The teaching of philosophy is based on a requirement of qualification and academic profile for the teacher, although it is more often referred to as a matter of vocation. In any case, a teacher with a vocation, unless he or she is gifted, is first and foremost concerned with training, with a view to practicing the profession of his or her heart with passion. This training predisposes them not only to be masters of their subject, but also to be able to overcome the socio-professional hazards characteristic of the educational environment. Conclusion: Philosophy is the subject in which students in the final year of secondary school perform worst. Consequently, this subject is increasingly feared and considered by learners to be their ‘bête noire’. Consequently, students' performances in philosophy can be improved thanks to ........

„Die schlimmste Seuche unserer Tage ist die Angst.“ – Krankheit und Pandemie in Thea Dorns Trost. Briefe an Max

In the course of the pandemic since 2020 we have experienced different ways of life in public and private spaces, healthcare as well as work. Doris Bachmann-Medick talks about a ‘pandemic turn’ and claims, that the coronavirus pandemic implies a kind of crisis situation for human existence in our global reality. Everything has changed with the pandemic. Especially the biopolitical measures as well as health policy have entailed significant changes in social and individual living conditions. Literary discourses as a particular part of culture have the significant potential to reflect and criticize certain aspects of society and culture. Thea Dorn’s Corona novel Trost. Briefe an Max can obviously be described as a reaction to and literary reception of the Corona-era since 2020. The first-person narrator Johanna works as a culture journalist. She recently lost her mother, who travelled to Italy despite the pandemic. In her letters to her philosophy teacher, she expresses her immeasurable sadness and anger due to the new way of living because of the pandemic. The critical attitude of the novel is remarkable in terms of absolutization since helping becomes a part of biopolitics in times of the pandemic that leads to a tragic situation for the subject. In this article, I will analyze Thea Dorn’s Trost. Briefe an Max with reference to the approaches of Giorgio Agamben in Homo Sacer concerning biopolitics. In this context, especially the critical potential and attitude of this novel get important.

МОДЕЛЬ СОВЕРШЕННОГО ЧЕЛОВЕКА В КОНТЕКСТЕ КЛАССИЧЕСКОГО СУФИЗМА НА ПРИМЕРЕ СУФИЙСКИХ ВЗГЛЯДОВ АВИЦЕНЫ

the author examines the Conception of the perfect man in the philosophy of Ibn Sina, highlighting it as an important aspect in both mystical and philosophical teachings. The model of the ideal man, created by Ibn Sina's representation, is intellectual harmony, moderation and moral beauty, reflecting the high ideals of cognition and consciousness.

Theravadization of Buddhayana under the discourse of modern Buddhism and Indonesian politics

Scholars have presented the Buddhayana Movement as a diverse and localized form of Indonesian Buddhism, which was facilitated by the cooperation of transnational Buddhist networks. This paper raises two questions: (1) what were the impacts of Theravada Buddhism that facilitated the rise of Buddhayana? and (2) when Theravada became a symbol of authentic Buddhism and its identity could satisfy the state rather during assimilation policy, how did Buddhayana members balance the needs of the Chinese patrons and of the government? Based upon documentary methods combined with in-depth interviews, the data collected are analyzed through the concepts of transnationalism and the discourse of modern Buddhism. This paper proposes that (1) the birth of Buddhayana in the 1960s was facilitated not only by transnational relations, but also by the discourse of modern Buddhism, which led to an emphasis on Theravada Buddhism. Therefore, even though Buddhayana claimed to be open to Mahayana and Vajrayana as well, its official doctrines and ritual performances presented in public tend to be Theravada in character. (2) The politics of discrimination against the Chinese Indonesians helped to marginalize Mahayana Buddhism, a tradition that its image links to the Chinese culture. In consequence, Mahayana tended to play a role in the daily practices of the Chinese in their houses and klenteng, meanwhile Theravada in terms of philosophical teachings and huge rituals was chosen to be presented in the public sphere in accordance with the state’s needs.

Teaching at The Right Level (TaRL) as an Implementation of New Education Concepts in the Insights of Ki Hajar Dewantara

Education plays an important role in forming a generation that is competitive and superior amidst the complexity of the era of globalization. Ki Hajar Dewantara, who came from a noble lineage from the Yogyakarta Palace, devoted himself to education with full commitment. His philosophical doctrine of National Education reflects his belief that education functions as a pathway that guides individuals towards optimal well-being and happiness in society. According to Dewantara, education functions as a compass for the development of each student, not only depending on the will or authority of the teacher. Currently, the government is formulating a new educational paradigm that features flexibility for educators to adapt classroom teaching, using the Teaching at the Appropriate Level (TaRL) methodology. The correspondence between the characteristics of this new educational framework and Dewantara's educational principles fosters new optimism in the progress of Indonesian education. This study uses a literature review method to assess the resonance between the new educational paradigm and its practical implementation. The findings reveal a harmonious alignment between Ki Hajar Dewantara's philosophical teachings and the application of TaRL within the framework of modern education at the secondary school level. Therefore, integrating TaRL into the educational environment is a real step in realizing Dewantara's vision of building an inclusive and progressive educational landscape.

JAMIYATNING IQTISODIY TARAQQIYOTI VA UNING INSON MANFAATLARI BILAN UYG‘UNLIGI

This article describes the socio-philosophical analysis of the specific features of the economic development of the society, its laws, the philosophical thoughts about the organization of the economy in its philosophical teachings, and the interrelationship of the reforms in the economic development with human interests.

СОКРАТ И ПЛАТОН: ОТКРЫТИЕ МИКРОКОСМА ЧЕЛОВЕЧЕСКОЙ ДУШИ

This article is about the teachings of the great ancient Greek philosophers Socrates and Plato, written in the books of the brightest scientist of our time M.N. Boltaev. Socrates, an enlightenment philosopher who awakens his thoughts with his words. He moves on to general problems from specific, sometimes practical issues. The system of Plato‘s idealism is revealed, firstly, faith in heavenly truth and, secondly, renunciation from earthly evil.

СОКРАТ И ПЛАТОН: ОТКРЫТИЕ МИКРОКОСМА ЧЕЛОВЕЧЕСКОЙ ДУШИ

This article is about the teachings of the great ancient Greek philosophers Socrates and Plato, written in the books of the brightest scientist of our time M.N. Boltaev. Socrates, an enlightenment philosopher who awakens his thoughts with his words. He moves on to general problems from specific, sometimes practical issues. The system of Plato‘s idealism is revealed, firstly, faith in heavenly truth and, secondly, renunciation from earthly evil.

A problemática da reforma do ensino da filosofia em Angola

This work is a logical result of the discussions that took place in 1991 in the context of the formation of the new political mentality in Angola. The discussions discussed above continued in the academy based on the reflections entitled “Process of reforming the teaching of Philosophy in Angola: some epistemological and methodical aspects”, and as a response, the article by Professor Muanamoni Matumona “The teaching of Philosophy in Angola” appeared. It was an imperative need to develop reforms in the teaching of philosophy due to the spirit of social changes existing in the country. This meant the restructuring and construction of a new model and paradigm of education and teaching, in which Philosophy was integrated. Our analysis focuses on understanding the reform process at three crucial moments: The teaching of philosophy in the post-colonial era and the current moment. With this simple theoretical contribution, we take as our main reference the intention of interacting, implicitly, two issues that title it: epistemology and methodology, without losing sight of the accentuated treatment of the theoretical foundations of the teaching and study of philosophy in Angola.